The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization about Self-Monitoring during Oral Reading

Autor/inn/en	Pratt, Sharon M.; Martin, Anita M.
Titel	The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization about Self-Monitoring during Oral Reading
Quelle	In: Reading Psychology, 38 (2017) 5, S.439-485 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2017.1290726
Schlagwörter	Recall (Psychology); Video Technology; Stimuli; Questioning Techniques; Oral Reading; Self Management; Grade 1; Grade 2; Elementary School Students; Beginning Reading; Reading Comprehension; Cognitive Processes; Difficulty Level; Affordances; Barriers; Metacognition; Case Studies; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Abberufung; Anreizsystem; Befragungstechnik; Fragetechnik; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Selbstmanagement; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Erstleseunterricht; Leseverstehen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to determine affordances and constraints of these two methods. Data analysis revealed the concurrent questioning method enabled students to recall their thinking and did not hinder comprehension. Video-stimulated recall method elicited fewer explanations due to a higher cognitive load from successive questioning and from an extended time interval between the oral reading and discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01